University of South Florida
Department of Educational and Psychological Studies
EME 6271: Technology Leadership in Education
COURSE SYLLABUS
Fall 2016 / Online / Instructor:James Hatten, PhD
Email:

College of Education Conceptual Framework

“The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethical Practice (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.”

PREREQUISITES

Graduate standing; substantial computer literacy in a web environment.

CATALOG DESCRIPTION

Selecting, organizing, and using major types of instructional technologyand equipment in various school curricula and educational programs. The course explores the transformational power of emerging technologies to improve student learning and how leaders can integrate educational technologies in their schools.

GRADUATE CERTIFICATE:

This course is part of the graduate certificate in Cybersecurity education.This unique certificate offers a graduate level credential in a specialized field of study with a specific focus. Most certificates require 12 -15 hours of selected coursework. If you are interested in earning this credential, please go to for more information and to register for this certificate.

COURSE OBJECTIVES

  1. Identify and discuss current trends in educational technology and instructional technology leadership.
  2. Understand leadership skills and new roles for educational leaders in the digital age.
  3. Demonstrate technology planning skills in the use of emerging technologies for teaching and/learning.
  4. Evaluate technology resources for school improvement.

COURSE GOALS

Students will demonstrate understanding of foundational skills for managing technology for teaching and learning at the school site. These skills will include school-wide planning that incorporates instructional design, curriculum integration with the standards, and logistics of technology implementation at the school and district level, for professional development and training, and for evaluation purposes. Students will prepare plans for implementation of these projects for local site improvement.The topics will include, but are not limited to, the following based on participating students’ interests and increasing roles of school administrators/technology coordinators. The student will be able to

  • Identify and utilize educational technology integration frameworks and apply them to real-world examples
  • Tell and give examples of instructional technology leadership
  • Specify and describe the roles of school administrators/technology coordinators in today’s k-12 schools and in higher education.
  • Discuss the social and historical implications of instructional technology leadership.
  • Discuss the characteristics, attributes, and dispositions of an effective educational technology leader.
  • Address issues related to diversity and equity and technology use.
  • Locate/review/critique Internet sources and print media sources for technology leadership, technology planning, grant writing, traditional and electronic professional development, technology coordinator job description, and technology action plans.
  • Write, review, and analyze a grant for funding a portion of the tech planning initiative.
  • Create a school-based technology action plan, including vision, goals, objectives, inventories, budgets, and evaluation.

COURSE MATERIALS

  • Required Textbooks

Garland, V. E., & Tadeja, C. (2013). Educational leadership and technology: Preparing school administrators for a digital age. New York, NY: Routledge.

Frazier, M. (2012). The technology coordinator's handbook. (2nd ed.), Eugene, OR: ISTE

(International Society for Technology in Education).

  • Supplementary textbooks

Roblyer, M. D., & Doering, A.H. (2010). Integrating Educational Technology into Teaching. (5th

ed.), Boston: Allyn and Bacon, 2010. Print.

Zucker, A. (2008).Transforming schools with technology : how smart use of digital tools helps

achieve six key education goals. Cambridge, Mass: Harvard Education Press.

- Additional readings will be provided in CANVAS during the semester.

- Students are also encouraged to contribute to the class readings and resource list.

  • Computer (important for online courses)

A computer running a relatively new operating system (Mac OSX, Win Vista, Win7/8/10) with a reliable high-speed internet connection; the capability todownload and install programs, headset w/ microphone, digital video camera and/or web cam (recommended), and local resources for debugging technicalproblems.

  • Software and Additional Resources

Resource lists and tips will be included within each module. In addition, thecourse discussion boards may be used by students to share additional resources,tips, etc. The instructor's goal is to utilize as many free or trial versions ofsoftware as possible within the context of the course content.

COURSE DELIVERY, LOGISTICS, AND EXPECTATIONS

  • Thiscourseisoffered 100% onlineviamostlyasynchronouscommunicationon Canvas. Althoughwedonotmeetatafixedtimeeachweekoncampus,we’llfollowaweeklyscheduleasifwehaveourclasses every week. It means that there are course activities that you need to complete on a weekly basis.
  • You will find course modules already uploaded to Canvas for you. I will post new announcements as changes are made. Make sure to check "New Announcements" everytime when you login.
  • Assignments will bedue mostly by midnight on Sundaysunless otherwise specified.

CLASS STRUCTURE

Each module will consist of several of the following components:

•Module overview:An introduction via text, video or audio demo or mini-lecture. Anintroduction on the topic will be provided in each module. Theseintroductions may be delivered via mini-lecture by the instructors, audioor video demo or other available resources.

•Module content:

- Readings:Prior to the start of each module, you are expected tocomplete the readings assigned to the module and be ready to shareyour thoughts and questions onthe readings.

- Online discussions and peer feedback:You’ll participate in severalonline class or

group discussion on issues related to course topics. Youare also expected to provide

feedback on your classmates’ work. Foreach discussion or peer feedback activity,

you’re required to follow theconversions and post more than once on different dates

during eachforum. Your postings should be thoughtful and constructive.

- Design/develop/ Evaluate learning and instructional activities: In several modules, you willeither design, develop, orevaluate a learningactivity or an instructional activity supported by an emergingtechnology.

ASSIGNMENTS

  • Discussion participation on readings
  • Exploration and evaluation of emergingtechnologies and their applications in k-12 and higher education.
  • Design/development projects (tech plan, grant, professional development)
  • Final paper - Technology action plan

Details and the evaluation criteria for each graded assignment will be providedin each module.

COURSE CALENDAR

See the last page of this syllabus for detailed course calendar.

EVALUATION CRITERIA

A. 90% or above: Outstanding performance in all areas of the course

B. 80%-89%: Very good performance overall

C. 70%-79%: Good performance overall

D. Below 69%: Fair but need improvement

F. Below 60%: Unsatisfactory

GRADING POLICY

  • "C" grades: No grade below "C" will be accepted toward a graduate degree. Thisincludes C- grades. Please remember there is no grade forgiveness at thegraduate level. Incomplete grades will not be given unless there is a seriousinterruption in a student's work not caused by their own negligence. As noted inthe Graduate Student Catalog, an "I" grade is at the discretion of the instructorand can only be used "when a small portion of the student's work is incompleteand only when the student is otherwise earning a passing grade."
  • Late Assignments: All assignments have a due date, which means all assignments are expected to be posted on time. Any assignment posted after midnight of the due date is considered late. Points (10% per day, total of 70% for a week) will be deducted for late assignments. Excused late submission will be allowed only with proper documentation (doctor's note or any other proving documents).Assignments not completed by the last day of week 15 will be given a zero.

CANVAS LOGIN PROCEDURES

You will access to the course via the MyUSF Portal. It is essential that you obtain access to your email account, CANVAS (our learning management system), and other resources.

The USFCard identifies you as a University of South Florida student. Distance learning students can use their USFCard to check out materials from the USF Library; to acquire a USF e-mail address; to gain entry to USF athletic events and campus recreation facilities; to gain studentdiscounts to movie theaters and restaurants; and much more.

Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.usf.edu." You can access this account via MyUSF portal. Every official USF correspondence to students will be sent to that account.If you regularly use a different account, you can set up e-mail forwarding onyour USF e-mail account.

USF GRADUATE SCHOOL POLICIES

  • Mandatory First Day Attendance:USF requires that all students attend the first

day of class. Students who do not attend the first day may be dropped from the

class. Their seats may be taken by other students, or they may need to reregister

and pay the late fee. Distance-learning students must log into Blackboard and

begin an activity to designate their intention to remain in the course.

  • Academic Dishonesty:Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.Consequences for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.
  • Detection of Plagiarism: The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com OR turnitin.com, or 3) ask students to submit their assignments to SafeAssignment.com or turnitin.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.

In order to comply with federal (FERPA) and state privacy laws, you (students) are not required to include personal identifying information such as your name, SSN, and/or U# in the body of the work (text) or use such information in the file naming convention prior to submitting. Please follow carefully your instructor’s instructions regarding what identifying information to include. Your submission will be placed in the course grade center in your account that can be accessed by the instructor.

  • ADAStatement:Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation.
  • USF Policy on Religious Observances:Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
  • Withdrawal from Course: If you decide to drop this course, please be sure toofficially withdraw -- otherwise you will receive a grade (probably an F) for thecourse. Remember, there is no grade forgiveness at the graduate level. Pleasesee the USF Graduate School's policy for Dropping Courses and use their form.
  • Incomplete Grade:No incomplete grades will be awarded without extenuating,

documented circumstances, such as death in the family or extended illness. If

you request an Incomplete you will be assigned the grade that you havecurrently earned, which will be updated when you complete the requirements ofthe course. If you do not update this grade within the specified time period, youwill automatically be assigned this grade. If you believe that there is apossibility that you may not be able to complete the requirements and yourcurrent grade is not acceptable, then you should officially withdraw from thecourse. Please see the USF Graduate School's policy for Incomplete Grades anduse their form.

  • Emergency Procedures:In the event of an emergency, it may be necessary forUSF to suspend normal operations. During this time, USF may opt to continuedelivery of instruction through methods that include but are not limited to: CANVAS, Elluminate, Skype, and email messaging and/or an alternateschedule. It's the responsibility of the student to monitor CANVAS announcement foreach class for course specific communication, and the main USF, College, anddepartment websites, emails, and MoBull messages for important generalinformation.

UNIVERSITY STANDARD POLICIES

  • Final Examinations Policy: All final examinations are to be scheduled in accordance with the University's final examination policy.
  • General Attendance Policy
  • Early Notification Requirement for Observed Religious Days: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, at the beginning of the term.
  • Academic Integrity of Students
  • Disruption of the Academic Process
  • Gender-Based Crimes: Educators must report incidents of gender-based crimes including sexual assault, sexual harassment, stalking, dating violence and domestic violence. If a student discloses in class, in papers, or to an instructor, the instructor is required by law to report the disclosure. The Center for Victim Advocacy and Violence Prevention (813-974-5757) is a confidential resource where you can talk about such situations and receive assistance in confidence. Additional confidential resources on campus are: the Counseling Center (813-974-2831) and Student Health Services(813-974-2331).
  • Student Academic Grievance Procedures
  • Students with Disabilities: Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation needs at least 5 business days prior to needing the accommodation. A letter from SDS must accompany this request.
  • See student responsibilities:
  • See instructor responsibilities:
  • Turnitin Privacy Policy: In order to comply with privacy laws, students are not required to include personal identifying information, such as name, in the body of the document. Turnitin provides an originality report letting the instructor know how much of the assignment is original. Please follow your instructor's instructions carefully regarding what identifying information to include.
  • How do I submit a Turnitin Assignment?
  • University Emergency Policy
  • In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It's the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

- Please see the corresponding CANVAS module for more detailed instruction.
Module / (Week) Topics / Reading / Activities / Evaluation / Pts
Module 1 / (Wk1) 8/22 - 8/28
Course overview & Tech coordinator / ISTE Standards (for students/teachers/administrators/coaches)
1-1. Self-introduction (Due 8/28)
1-2. ISTE standards review
1-3. Technology coordinator's role(Due 8/28)
What does a technology coordinator do? / Online posting
Online posting / 5
5
(Wk2) 8/29 - 9/4
Technology leadership / Frazier, M., & Bailey, G. D. (2004): Introduction , Appendix A
2-1.Online discussion(Due 9/4) / Online posting / 10
Module 2 / (Wk3) 9/5 - 9/11
Technology planning & Budgeting / Garland, V. E., & Tadeja, C. (2013): Ch 1
Frazier, M. (2012): Ch 6
3-1. [Lecture]
3-2. Self assessment(Due 9/11)
3-3. Online discussion (Due 9/11) / Online posting
Online posting / 5
10
(Wk4) 9/12 - 9/18 / 4-1. Case study analysis(Due 9/18)
4-2. Technology plan review/reflection(9/18) / Online posting
Online posting / 5
10
Module 3 / (Wk5) 9/19 – 9/25
Leading instruction with new technology / Garland, V. E., & Tadeja, C. (2013): Ch 2
Frazier, M. (2012): Ch 2
5-1. [Lecture]
5-2. Self assessment(Due 9/25)
5-3. Online discussion(Due 9/25) / Online posting
Online posting / 5
10
(Wk6) 9/26 - 10/2 / 6-1. Case study analysis(Due 10/2)
6-2. Design of Technology-enhanced learning environment (Due 10/2) / Online posting
Online posting / 5
10
Module 4 / (Wk7) 10/3 - 10/9
Teacher supervision and professional development / Garland, V. E., & Tadeja, C. (2013): Ch 3
Frazier, M. (2012): Ch 3
7-1. [Lecture]
7-2. Self assessment (Due 10/9)
7-3. Online discussion (Due 10/9) / Online posting
Online posting / 5
10
(Wk8) 10/10 - 10/16 / 8-1. Case study analysis(Due 10/16)
8-2. Professional development design(Due 10/16) / Online posting
Online posting / 5
10
Module 5 / (Wk9) 10/17 - 10/23
The technology infrastructure / Garland, V. E., & Tadeja, C. (2013): Ch 4
Frazier, M. (2012): Ch 4,5
9-1. [Lecture]
9-2. Self assessment (Due 10/23)
9-3. Online discussion (Due 10/23) / Online posting
Online posting / 5
10
(Wk10) 10/24 - 10/30 / 10-1. Case study analysis (Due 10/30)
10-2. Network analysis (Due 10/30) / Online posting
Online posting / 5
10
Module 6 / (Wk11) 10/31 - 11/6Systemic change with personnel and partnerships in technology / Garland, V. E., & Tadeja, C. (2013): Ch 5
Frazier, M. (2012): Ch 1, Appendix B
11-1. [Lecture]
11-2. Self assessment (Due 11/6)
11-3. Online discussion (Due 11/6) / Online posting
Online posting / 5
10
(Wk12) 11/7 - 11/13 / 12-1. Case study analysis (Due 11/13)
12-2. Grant proposal search / prep (Due 11/13) / Online posting
Online posting / 5
10
Module 7 / (Wk13) 11/14 – 11/20
Legal and social issues in technology / Garland, V. E., & Tadeja, C. (2013): Ch 6
13-1. [Lecture]
13-2. Self assessment (Due 11/20)
13-3. Online discussion (Due 11/20)
13-4. Case study analysis (Due 11/20) / Online posting
Online posting
Online posting / 5
10
5
(Wk14) 11/21 – 11/27 / Thanksgiving Holiday
Module 8 / (Wk15) 11/28 - 12/4
Action plan paper / 15-1. Tech action plan & presentation(Due 12/4) / Assignment / 20
(Wk16) 12/6 & 12/7
Presentation / 16-1. Virtual conference: Action plan presentation
(12/9 - 12/10 - schedule: TBA) / Presentation performance / 10
Total / 220
  • Required Textbooks

Garland, V. E., & Tadeja, C. (2013). Educational leadership and technology: Preparing school administrators for a digital age. New York, NY: Routledge.